Literacy Orientation

https://tldv.io/app/meetings/66e88e55fdf83b001468e91e/

tl;dv: DLI: Orientation

Introductions and Roles
Participants introduce themselves and share their roles and experience in education and Girls Inc.

Sarah introduces herself as the Chief Operations Officer at Girls Inc of Greater Miami. 10:35

Kerna introduces herself as a 5th grade science teacher at Beacon College Prep. 11:26

Jessica introduces herself as a 2nd grade teacher and instructional coach at Kipp Miami. 12:10

Darrah and Shayna introduce themselves as program facilitator and secretary treasurer, respectively, with educational backgrounds. 12:47

Overview of Girls Inc. and Literacy Program
Sarah provides an overview of Girls Inc.'s mission and the new literacy program, including the tools and responsibilities of the literacy teachers.

Sarah explains Girls Inc.'s mission to equip girls with tools to be strong, smart, and bold. 14:25

Sarah introduces the new literacy program and the role of literacy teachers in providing differentiated instruction. 15:18

Sarah discusses the various tools and platforms (Bamboo, Slack, Embers, Trust Central, Girls Inc. DLI Club) that will be used by the literacy teachers. 16:34

Literacy Teacher Responsibilities
Sarah outlines the key responsibilities of the literacy teachers, including providing differentiated small group instruction and collaborating with the larger educational system.

Literacy teachers provide differentiated small group instruction for girls at the frustration level to improve their reading skills. 19:36

Identifying Students in Need of DLI
Determining which students are in the frustration zone and need specialized small group literacy instruction.

Determine students' reading levels to provide appropriate small group literacy instruction as part of a larger academic system. 21:01

DLI Assessment Schedule
Outline the schedule for administering the DLI assessments (ORF and Maze) three times a year.

DLI testing occurs three times a year, using ORF and Maze assessments to determine students' reading levels. 23:46

Administering the ORF Assessment
Provide instructions on how to administer the one-on-one Oral Reading Fluency (ORF) assessment.

ORF is a one-on-one assessment where students read a passage and their responses are recorded. 24:55

Provide students with the assessment, set a timer, and record which words they get right or wrong. 26:12

Administering the Maze Assessment
Explain the group-administered Maze assessment for 4th and 5th grade students.

The Maze assessment is a group-administered test where students circle the correct word to complete a sentence. 28:52

The Maze assessment is the same throughout the year, with students aiming to get as many correct as possible in the time allotted. 29:30

Recording and Analyzing DLI Data
Provide instructions on how to record student assessment data in the DLI Tracker and use it to determine instructional needs.

Record student assessment data on the paper scoring tools and in the DLI Tracker. 33:39

Use the DLI Tracker to determine which students need to be tested at a lower grade level based on their scores. 34:34

Determining Instructional Level
Discusses how to determine a student's instructional level based on test scores and how to record the data.

Explains how to determine a student's instructional level and record it on a spreadsheet. 40:02

Clarifies that the final score recorded on the spreadsheet should be the instructional level. 40:51

Testing Procedure
Provides guidance on the testing process, including when to administer the next level of assessment.

Flexible approach to assessing students who do not pass the first test, ensuring they are ready for the next level. 41:47

Student Data Collection
Explains the importance of collecting various student assessment data to inform DLI instruction.

Outlines the student plan form and the need to include other assessment data, such as i-Ready or Dibels scores. 43:27

Emphasizes the value of more detailed assessment data to better determine student needs and plan DLI instruction. 44:25

DLI Instruction and Grouping
Discusses the process of grouping students for DLI instruction and the flexibility required in implementation.

Explains the goal of grouping students by instructional level and the potential need to adjust group sizes or schedules. 45:46

Acknowledges the possibility of needing to pivot and explore alternative solutions to meet student needs. 46:35

DLI Lesson Planning
Outlines the requirements and expectations for weekly DLI lesson planning.

Weekly DLI lesson plans have a specific format and content, with flexibility on the due date to be ready by Monday. 46:50

DLI Resources
Introduces the DLI resources available and the guidelines for their use.

Explains the rationale behind the selected DLI resources and the importance of not reusing resources already used during the school day. 47:58

Acknowledges the flexibility for experienced DLI instructors to use additional resources that align with student needs. 49:41

Fluency and Comprehension Resources
Provides an overview of the fluency and comprehension resources available for DLI instruction.

Describes the fluency and comprehension resource sections, and how to determine which to use based on student assessment results. 50:07

Highlights the features and format of the fluency resources, including decodable stories, word sorts, and reading comprehension questions. 51:17

Explains the comprehension resources, which cover a range of reading levels and can be used with mixed-level groups. 52:12

Feedback and Continuous Improvement
Emphasizes the importance of teacher feedback to improve the DLI program over time.

Acknowledges the program's room for improvement and the value of teacher feedback to enhance the DLI experience. 56:56

Expresses reliance on DLI teachers' input to identify successes and areas for improvement, and a commitment to continuous program enhancement. 57:30

Implementation Timeline
Outlines the timeline for testing, student planning, and starting DLI instruction.

Presents the goal of having all students assessed within 30 days and DLI lessons starting the week of September 30th. 58:44

Emphasizes the need to complete student assessments and plans by the end of the current week. 59:41

DLI Testing Schedule
Discuss the proposed timeline for DLI testing and coordinate with teachers' schedules.

Proposed timeline for testing second, third, fourth, and fifth graders, coordinating with teachers' schedules and professional development. 01:00:33

Discuss testing schedule with Darrah, who has a conflicting schedule on Tuesdays and Thursdays. 01:01:44

Clarify the point of contact for coordinating testing rooms and logistics, considering Wednesday PD days. 01:02:30

DLI Materials and Resources
Provide DLI teachers with materials and resources needed for the program.

Distribute DLI binders and supplies, offering additional materials if teachers don't have the means to get them. 01:03:12

DLI Schedule Coordination
Coordinate with teachers to determine their DLI schedules and communicate them to the program facilitators.

Reach out to teachers individually to determine their DLI schedules and testing days, encouraging proactive communication and coordination. 01:04:12